Differentiating Instruction
Anna Butler, Brian Conley, Christine Jackson, and Andra Reynolds
March 9, 2015MTE 533
Dr. Sylvia Hill
Introduction Differentiated Instruction
Tiered Instruction Flexible Grouping Ability Grouping Technology
Tiered Instruction A method of adapting instructional strategies within a
lesson or unit, in order to appropriately challenge students of all ability levels (Preszler, 2006).
Teachers emphasize same skills but may vary level of complexity for each group (Preszler, 2006).
Critical thinking and problem solving skills included at every level.
Materials and resources of varying difficulty may be used (Armstrong and Haskins, 2010).
Suitable for both science and mathematics instruction
Instructional Issues withTiered Instruction
Requirements:Ongoing assessment of student abilityThorough content knowledge by instructorMultiple instructional strategiesAbility to adapt the curriculum to accommodate those with special needsFlexibility
Concerns: Meeting the needs of all studentsMaintaining student self-esteemHaving the resources available to effectively adapt lessons
Flexible Grouping A differentiation strategy in which students are
grouped and regrouped according to specific goals, activities, and individual needs (Valentino, 2000).
Two types of Grouping Teacher-Led Student-Led
Can be used in both Math and Science
Instructional Issues with Flexible Grouping Issues arise based on the type of
group formed During whole-class instruction, students
may display off-task behaviors because they may be bored with the material.
During small groups, some students may find that they are carrying the work load; others may find the group is too advanced to keep up with (Pennsylvania Department of Education, n.d)
Ability Grouping Groups Students According to Talents
Targeted Instruction Within Class Grouping Between Class Grouping Can Be Used in Any Core Subject
Instructional Issues with Ability Grouping Labeling Lowered Expectations Lowered Levels of Motivation Lower Quality of Education More Time Spent on Discipline Vocational vs. College Track
Technology
Utilized in Science and Math
Web-based games Instruction Reinforce Learning
Smartboards Digital Response Tools
Promote Interaction
Digital Assessments Fast Data Collection Easy Reference
Instructional Issues with Technology
Mixing media and technology can appeal to different learning styles
Technology proficiency needed for effective use
Troubleshooting hinders lessons
Limited resources restricts access for some schools
Lesson Plan Outline:4th Grade Science- Food Webs
Standards: 12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs). 12.B.1b Describe how living things depend on one another for survival Lesson Duration: 1 Hour Differentiated Strategy Used: Technology Background: Students have learned about food chains and several key vocabulary words for the unit,
including ecosystem, producer, consumer, and decomposer. Outl ine:
Students watch a video about food webs: https://www.youtube.com/watch?v=MGODmyXkkPU
Students read the section in the science text books regarding food webs, stopping periodically to discuss major points from the text and relate back to the video
Using the Smartboard, the teacher shows students an example of a food web, noting how the arrows indicate the flow of energy from one organism to another.
Students have the chance to come up to the Smartboard and select from three possible animals to put into a sample food web. The rest of the class uses digital student response systems to make their guesses as well.
The students will again use their response systems to answer five questions regarding food webs. Their answers will be stored for the teacher to review after class.
Conclusion No two students learn in exactly the same way; so it follows that no two
students should be taught in exactly the same way. As they adapt their
instructional techniques to fit the needs, interests, and background of each
student, teachers differentiate instruction, and in doing so, honor their
students’ individual differences.
References
Armstrong, S. and Haskins, S. (2010). A Practical Guide to Tiering Instruction in the Differentiated Classroom. New York, NY: Scholastic. Retrieved from: https://www.scholastic.com/teachers/article/collateral_resources/pdf/19/9780545394819.pdf
Ellis, K. (2010). Tech-Fueled Differentiated Instruction Engages Elementary School Students. Edutopia. Retrieved from http://www.edutopia.org/stw-differentiated-instruction-technology-elementary-video
National Education Association (NEA). (2015). Research spotlight on academic ability grouping. Retrieved from http://www.nea.org/tools/16899.htm
Pennsylvania Department of Education. (N.d). Maximizing Student learning with flexible grouping. Retrieved from http://www.michigan.gov/documents/mde/tdr_flexible_group_0911_464080_7.pdf
Preszler, J. (Ed). (2006). On target: Strategies that differentiate instruction grades 4 – 12. Retrieved from: http://education.ky.gov/educational/diff/documents/strategiesthatdifferentiateinstruction4.12.pdf
Tenkely, K. (2015). Using Technology to Differentiate Instruction. Teaching Community. Retrieved from http://teaching.monster.com/benefits/articles/8484-using-technology-to-differentiate-instruction?page=1
Valentino, C. (2000). Flexible grouping. Retrieved from http://www.eduplace.com/science/profdev/articles/valentino.htm l